Gender debate is not worthy in the 21st century classroom: Evidence-based outcomes from psychological abilities in students

Inuusah Mahama; Veronica Esinam Eggley; Rabbi Abu-Sadat; Benjamin Abass Ayimbire

doi:10.59400/apr.v1i1.269

Inuusah Mahama Department of Counselling Psychology, University of Education, P.O. Box 25 Winneba, Ghana
Veronica Esinam Eggley Department of Counselling Psychology, University of Education, P.O. Box 25 Winneba, Ghana
Rabbi Abu-Sadat Department of Special Education, University of Education, P.O. Box 25 Winneba, Ghana
Benjamin Abass Ayimbire Department of Education and Psychology, University of Cape Coast, P.O. Box 5007 Cape Coast, Ghana

Ariticle ID: 269

133 Views, 66 PDF Downloads

DOI: https://doi.org/10.59400/apr.v1i1.269

Keywords: gender, curiosity, creativity, academic motivation, high school

Abstract

The debate about differences in intellectual abilities is far from over. This debate has astronomically drifted from academic success to mental possessions. In this regard, the current study examined curiosity, creativity, and academic motivation in students for possible differences in terms of gender. A total of 568 high school students were surveyed using a cross-sectional design. The data were gathered using adapted curiosity, creativity, and academic motivation scales to test for possible differences. Male and female students had similar abilities in curious, creative, and motivated potentials, according to the test MANOVA results [F (3,549) = 0.718, p > 0.610; Wilks’ Lambda = 0.993, partial eta squared = 0.007]. This could be the result of similar opportunities presented to both male and female students in their academic journey. Therefore, educational policies on gender parity should be developed to help tone down unnecessary comparisons and mental competition between male and female students in the areas of curiosity, creativity, and academic motivation.

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